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Findings also revealed that when instructors observed ideological critiques as reflection, they were more apt to amplify the reflection for students.

Think-aloud protocols were conducted with seven instructors and findings showed that three elements generate instructor uptake: analytical moves of cause-effect and evaluation (69%) vivid, metaphoric language (20%) and ideological critiques (11%). This essay therefore seeks to discover the core composition features that stimulate instructor uptake by examining what elements instructors identify as reflection in student literacy narratives.

Largely absent, however, is research on what other elements might indicate reflection and thus inspire “instructor uptake,” defined here as a positive response by an instructor to regard some part of the text as reflection. Previously, scholars have claimed that students demonstrate reflection in literacy narratives when they critique dominant ideologies. The literacy narrative assignment is popular with composition instructors because of the reflection it encourages in students. We further consider the role collective rubric development plays as a critical incident facilitating transcultural repositioning

Our analysis of students’ self-assessment memos reveals that students apply certain threshold concepts to acquire critical agency as academic writers, and in a manner consistent with Guerra’s concept of transcultural repositioning. We recount the pilot of a composition course prompting students to examine their own prior and other literacy values and practices, then transfer that growing meta-awareness to the critical acquisition of academic discourse. Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and composition studies, with particular emphasis on the scholarship of writing across difference, our article explores the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethnolinguistically underrepresented communities.